初級華語聽力輔助教材設計之研究—以《當代中文課程1》為例

Abstract

聽力是第二語言學習者不易掌握的技能，初級階段學習者藉由大量聽力訓練可以增進聽力理解能力，然而在課外尋找符合其程度的華語聽力練習實非易事。本研究旨在設計初級華語聽力輔助教材，以《當代中文課程1》為本，建立初級華語聽力輔助教材模式，擬製聽力練習題。 本研究規劃之聽力輔助教材，每一課皆有Easy、Medium及Hard三種難度類別的聽力題。Easy類的聽力文本以新語法搭配舊生詞設計，練習題僅單純考驗學習者的聆聽理解能力。Medium類的聽力文本以新語法搭配至多三個新生詞為原則編寫，練習時須運用聆聽及閱讀能力。而Hard類的聽力文本以新語法、新生詞為主，練習題包含聽寫訓練及聽讀寫訓練。藉由生詞和語法的多重複現，達到鞏固音義連結之目的，而每一課所安排的是非、選擇、簡答等多種題型，乃是為多面測試學習者的聆聽理解能力，再由聽讀寫訓練中，設計對話至短文敘述型態轉換練習，以促進學習者的短文與聽力理解能力。 本研究針對《當代中文課程1》提出一套初級華語聽力輔助教材設計，以不同層次的聽力練習題提升學習者的聆聽理解能力，同時加強認讀與書寫能力，建立綜合多重密結交錯的聽力練習模式，提供華語學習者更多元的練習。

Listening skills are a challenging aspect of learning a second language and novice-level learners improve their listening comprehension skills through extensive listening training. However, it is not easy for Chinese learners to find level-appropriate materials for listening practice outside of the classroom setting. This paper presents a design for supplementary listening materials for novice-level learners of Chinese, based on the textbook A Course in Contemporary Chinese 1, establishing models for novice-level Chinese supplemental teaching materials and providing listening practice questions. The supplementary listening materials presented in this paper offer listening practice questions at the Easy, Medium, and Hard difficulty levels for each lesson. Easy-level listening content text is designed using new grammar points paired with previously learned vocabulary items and practice questions only test the learners’ listening comprehension abilities. Medium-level listening content text is written with the principle of combining new grammar points with no more than three new vocabulary items, requiring learners to make use of their listening and reading abilities. Finally, the Hard-level listening content text is comprised of new grammar and mostly new vocabulary items and practice questions include dictation practice and provide training in listening, reading, and writing. By using multiple repetitions of new vocabulary and grammar points, this content helps students achieve the goal of reinforcing connections between sound and meaning. Furthermore, the yes or no, multiple-choice, short answer, and other question types provided for each lesson are used to test learners’ multifaceted listening comprehension skills. Then, through the listening, reading, and writing training, learners practice moving from dialogues toward short narrative texts, thereby promoting their short-text comprehension and listening comprehension skills. This paper presents a design for a set of novice-level Chinese supplementary listening materials for A Course in Contemporary Chinese 1, using different levels of listening practice questions to promote learners’ listening comprehension abilities, while at the same time strengthening reading recognition and writing abilities, establishing an integrated, multi-layered, and interwoven model for listening practice, thereby providing Chinese learners with more diverse practice materials.